搜索结果：Augmentative and alternative communication (Baltimore, Md. : 1985)

No AccessPerspectives on Augmentative and Alternative CommunicationArticle1 Dec 2003Augmentative and Alternative Communication in ALS Lisa C. Bardach and Daniel S. NewmanMD Lisa C. Bardach Communication SolutionsAnn Arbor, MI Google Scholar More articles by this author and Daniel S. Newman Harry J. Hoenselaar ALS Clinic, Henry Ford HospitalDetroit, MI Google Scholar More articles by this author https://doi.org/10.1044/aac12.5.14 SectionsAboutFull TextPDF ToolsAdd to favoritesDownload CitationTrack Citations ShareFacebookTwitterLinked In References ASHA (1994). ASHA Membership and Certification Handbook. Rockville, MD: Author. Google Scholar ASHA. (2001). Scope of practice in speech-language pathology. Rockville, MD: Author. Google Scholar ASHA. (2002). Augmentative and alternative communication: Knowledge and skills for service delivery.ASHA Supplement, 22, 97–106. Google Scholar Bach, J. R. (1993). Amyotrophic lateral sclerosis: Communication status and survival with ventilatory support.American Journal of Physical Medicine & Rehabilitation, 72, 343–349. Google Scholar Birbaumer, N., Ghanayim, N., Hinterberger, T., Iversenm, I. M., Kotchoubey, B., Kubler, A., Perelmouter, J., Taub, E., & Flor, H. (1999). A spelling device for the paralysed.Nature, 398(6725), 297–298. Google Scholar Doyle, M., & Phillips, B. (2001). Trends in augmentative and alternative communication use by individuals with amyotrophic lateral sclerosis.Augmentative and Alternative Communication, 17(3), 167–178. Google Scholar Esposito, S. J., Mitsumoto, H., & Shanks, M. (2000). Use of palatal lift and palatal augmentation prostheses to improve dysarthria in patients with amyotrophic lateral sclerosis: A case series.Journal of Prosthetic Dentistry, 83(1), 90–98. CrossrefGoogle Scholar Gubbay, S. S., Kahana, E., Zilber, N., Cooper, G., Pintov, S., & Leibowitz, Y. (1985). Amyotrophic lateral sclerosis. A study of its presentation and prognosis.Journal of Neurology, 232, 295–300. CrossrefGoogle Scholar Gutmann, M., & Gryfe, P. (1996). The communication continuum in ALS: Critical paths and client preferences.Proceedings of the Seventh Biennial Conference of the International Society of Augmentative and Alternative Communication (pp. 394–395). Vancouver, BC: ISAAC. Google Scholar Hicks, F., & Corcoran, G. (1993). Should hospices offer respite admissions to patients with motor neuron disease?.Palliative Medicine, 7, 145–150. Google Scholar Iwasaki, Y., Kinoshita, M., Ikeda, K., Takamiya, K., & Shiojima, T. (1990). Cognitive impairment in amyotrophic lateral sclerosis and its relation to motor disabilities.Acta, Neurologica Scandinavia, 81, 141–143. Google Scholar Kaiser, J., Perelmouter, J., Iversen, I. H.., Neumann, N., Ghanayim, N., Hinterberger, T., Kubler, A., Kotchoubey, B., & Birbaumer, N. (2001). Self-initiation of EEG-based communication in paralyzed patients.Clinical Neurophysiology, 112, 551–554. Google Scholar Kubler, A., Kotchoubey, B., Kaiser, J., Wolpaw, J. R., & Birbaumer, N. (2001). Brain-computer communication: Unlocking the locked in.Psychological Bulletin, 127(3), 358–375. Google Scholar Lasker, J. P., & Bedrosian, J. L. (2001). Promoting acceptance of augmentative and alternative communication by adults with acquired communication disorders.Augmentative and Alternative Communication, 17(3), 141–153. CrossrefGoogle Scholar Li, T. M., Alberman, E., & Swash, M. (1990). Clinical features and associations of 560 cases of motor neuron disease.Journal of Neurology, Neurosurgery and Psychiatry, 53, 1043–1045. Google Scholar Mathy, P., Yorkston, K., Gutmann, M. (2000). Augmentative communication for individuals with Amyotrophic lateral sclerosis.In D. Beukelman, K Yorkston, J. Reichle K (Eds.), Augmentative and alternative communication in adults with acquired neurologic disorders (pp. 183–232). Baltimore, MD: Paul H. Brookes. Google Scholar Norris, F. H., Shepherd, R., Denys, E., Mukai, E., & Elias, L. (1993). Onset, natural history and outcome in idiopathic adult motor neuron disease.Journal ofNeurological Sciences, 118, 48–55. Google Scholar Ratcliff, A., & Beukelman, D. (1995). Preprofessional preparation in augmentative and alternative communication: State of the art report.Augmentative and Alternative Communication, 11, 61–73. CrossrefGoogle Scholar Robbins, R. A., Simmons, Z., Bremer, B. A., Walsh, S., & Fisher, S. (2001). Quality of life in ALS is maintained as physical function declines.Neurology, 56, 442–222. Google Scholar Saunders, C, Walsh, T., & Smith, M. (1981) Hospice care in the motor neuron diseases.In C. Saunders & J. Teller (Eds), Hospice: The living idea (pp. 223–235). London, England : Edward Arnold Publishers. Google Scholar Scherer, M. J. (1993). What we know about women’s technology use, avoidance, and abandonment.Women and Therapy, 14, 117–132. Google Scholar Silverstein, M.D„ Stocking, C. B., Antel, J. P., Beckwith, J., Roos, R. P., & Siegler, M. (1991). Amyotrophic lateral sclerosis and life-sustaining therapy: Patients’ desires for information, participation in decision-making, and life-sustaining therapy.Mayo Clinic Proceedings, 66, 906–913. Google Scholar Simmons, Z., Bremer, B. A., Robbins, R. A., Walsh, S., & Fischer, S. (2000). Quality of life in ALS depends on factors other than strength and physical function.Neurology, 55, 388–392. Google Scholar Strong, M. J., Grace, G. M., Orange, J. B., & Leeper, H. A. (1999). A prospective study of cognitive impairment in ALS.Neurology, 53, 1665–1670. Google Scholar Yorkston, K., Strand, E., Miller, R., Hiilei, A., & Smith, K. (1993). Speech deterioration in amyotrophic lateral sclerosis: Implications for the timing of intervention.Journal of Medical Speech Language Pathology, 2(1), 35–46. Google Scholar Zeitlin, D. J., Abrams, G. M., & Shah, B. K. (1995). Use of augmentative/alternative communication in patients with amyotrophic lateral sclerosis.Journal of Neurological Rehabilitation, 9, 217–220. Google Scholar Additional Resource Mancinelli, J. M. (1994). Dysphagia and dysarthia: The role of the speech-language pathologist.In H. Mitsumoto & F. Norris (Eds.), Amyotrophic lateral sclerosis: A comprehensive guide to management. New York: Eternos. Google Scholar Additional Resources FiguresReferencesRelatedDetailsCited ByPerspectives on Augmentative and Alternative Communication14:3 (15-19)1 Sep 2005End-of-Life Issues for People Who Use AACMelanie Fried-Oken and Lisa Bardach Volume 12Issue 5December 2003Pages: 14-21 Get Permissions Add to your Mendeley library History Published in issue: Dec 1, 2003 Metrics Downloaded 221 times Topicsasha-topicsasha-article-typesasha-sigsCopyright & PermissionsCopyright © 2003 American Speech-Language-Hearing AssociationPDF DownloadLoading ...

No AccessPerspectives on Augmentative and Alternative CommunicationArticle1 Apr 2005But What Can They Do? Assessment of Communication Skills in Children With Severe and Multiple Disabilities Charity Rowland Charity Rowland Design to Learn Projects, Oregon Health and Science UniversityPortland, OR Google Scholar More articles by this author https://doi.org/10.1044/aac14.1.7 SectionsAboutFull TextPDF ToolsAdd to favoritesDownload CitationTrack Citations ShareFacebookTwitterLinked In References Beukelman, D., & Mirenda, P. (1998). Augmentative and alternative communication: Management of severe communication disorders in children and adults (2nd ed.). Baltimore, MD: Paul H. Brookes. Google Scholar Blackstone, S., & Berg, M. (2003). Social networks. Monterey, CA: Augmentative Communication. Google Scholar Calandrella, A. M., & Wilcox, M. J. (2000). Predicting language outcomes for young prelinguistic children with developmental delay.Journal of Speech, Language, and Hearing Research, 43, 1061–1071. LinkGoogle Scholar Carter, M., & Iacono, T. (2002). Professional judgments of the intention-ality of communicative acts.Augmentative and Alternative Communication, 18, 177–191. Google Scholar The Charlotte Alternate Assessment Model Project. (n.d.). Retrieved February 1, 2005, from www.uncc.edu/aap/aap.asp Google Scholar Grisham-Brown, J., (2000). Transdisci-plinary activity-based assessment for young children with multiple disabilities.Young Exceptional Children, 3 (2), 3–10. Google Scholar Harris, J., Hartshorne, J., Jess, T., Mar, H., Rowland, C., Sall, N., Schmoll, S., Schweigert, P., Unruh, L., Vernon, N., & Wolf, T. (2003). Home talk. Monmouth, OR: DB-LINK, Teaching Research. Google Scholar Iacono, T., Carter, M., & Hook, J. (1998). Identification of intentional communication in students with severe and multiple disabilities.Augmentative and Alternative Communication, 14, 102–114. CrossrefGoogle Scholar Kleinert, H., & Kearns, J., (2001). Alternate assessment: measuring outcomes and supports for students with disabilities. Baltimore, MD: Paul H. Brookes. Google Scholar Korsten, J., Dunn, D., Foss, T., & Francke, M. K. (1993). Every move counts: Sensory based communication techniques. San Antonio, TX: The Psychological Corporation. Google Scholar Losardo, A., & Notari-Syverson, A. (2001). Alternative approaches to assessing young children. Baltimore, MD: Paul H. Brookes. Google Scholar Lynch, E. & Struewing, N. (2001). Children in context: Portfolio assessment in the inclusive early childhood classroom.Young Exceptional Children, 5 (1), 2–10. Google Scholar Mar, H., & Sall, N. (1999). Dimensions of communication: Assessing the communication skills of individuals with disabilities. Paterson, NJ: St. Joseph’s Children’s Hospital. Google Scholar National Collaborative Center on Standards and Assessment Development. (n.d.). Retrieved February 1, 2005, http://education.umn.edu/NCEO/projects/projdefault.html#nccsad Google Scholar O’Kane, J. C., & Goldbart, J. (1998). Communication before speech: Development and assessment. London: David Fulton. Google Scholar Rossetti, L. (1990). The Rossetti infant-toddler language scale. East Moline, IL: LinguiSystems. Google Scholar Rowland, C., & Schweigert P. (2003). Cognitive skills and AAC.In J. Light, D. Beukelman, & J. Reichle (Eds.), Communicative competence for individuals who use AAC (pp. 241–275). Baltimore: Paul H. Brookes. Google Scholar Rowland, C. (2004a). Communication matrix. Portland, OR: Design to Learn Projects, Oregon Health & Science University. Google Scholar Rowland, C. (2004b). Communication matrix…especially for parents. Portland, OR: Design to Learn Projects, Oregon Health & Science University. Google Scholar Rowland, C. (in press). La Communication matrix…para padres. Portland, OR: Design to Learn Projects, Oregon Health & Science University. Google Scholar R. D. Stillman (Ed.). (1985). Callier-Azusa Scale H. Dallas: Callier Center for Communication Disorders, University of Texas at Dallas. Google Scholar Thompson, S., Quenemoen, R., Thurlow, M., & Ysseldyke, J. (2001). Alternate assessments for students with disabilities. Thousand Oaks, CA: Corwin Press. Google Scholar Wetherby, A., & Prizant, B. (1993). Communication and symbolic behavior scales. Baltimore: Paul H. Brookes. Google Scholar Additional Resources FiguresReferencesRelatedDetails Volume 14Issue 1April 2005Pages: 7-12 Get Permissions Add to your Mendeley library History Published in issue: Apr 1, 2005 Metrics Downloaded 234 times Topicsasha-topicsasha-article-typesasha-sigsCopyright & PermissionsCopyright © 2005 American Speech-Language-Hearing AssociationPDF DownloadLoading ...

BACKGROUND: Communication and language development are areas of particular weakness for young children with Down syndrome. Caregivers' interaction with children influences language development, so many early interventions involve training parents how best to respond to their children and provide appropriate language stimulation. Thus, these interventions are mediated through parents, who in turn are trained and coached in the implementation of interventions by clinicians. As the interventions involve a considerable commitment from clinicians and families, we undertook this review to synthesise the evidence of their effectiveness. OBJECTIVES: To assess the effects of parent-mediated interventions for improving communication and language development in young children with Down syndrome. Other outcomes are parental behaviour and responsivity, parental stress and satisfaction, and children's non-verbal means of communicating, socialisation and behaviour. SEARCH METHODS: In January 2018 we searched CENTRAL, MEDLINE, Embase and 14 other databases. We also searched three trials registers, checked the reference lists of relevant reports identified by the electronic searches, searched the websites of professional organizations, and contacted their staff and other researchers working in the field to identify other relevant published, unpublished and ongoing studies. SELECTION CRITERIA: We included randomised controlled trials (RCTs) and quasi-RCTs that compared parent-mediated interventions designed to improve communication and language versus teaching/treatment as usual (TAU) or no treatment or delayed (wait-listed) treatment, in children with Down syndrome aged between birth and six years. We included studies delivering the parent-mediated intervention in conjunction with a clinician-mediated intervention, as long as the intervention group was the only group to receive the former and both groups received the latter. DATA COLLECTION AND ANALYSIS: We used standard Cochrane methodological procedures for data collection and analysis. MAIN RESULTS: We included three studies involving 45 children aged between 29 months and six years with Down syndrome. Two studies compared parent-mediated interventions versus TAU; the third compared a parent-mediated plus clinician-mediated intervention versus a clinician-mediated intervention alone. Treatment duration varied from 12 weeks to six months. One study provided nine group sessions and four individualised home-based sessions over a 13-week period. Another study provided weekly, individual clinic-based or home-based sessions lasting 1.5 to 2 hours, over a six-month period. The third study provided one 2- to 3-hour group session followed by bi-weekly, individual clinic-based sessions plus once-weekly home-based sessions for 12 weeks. Because of the different study designs and outcome measures used, we were unable to conduct a meta-analysis.We judged all three studies to be at high risk of bias in relation to blinding of participants (not possible due to the nature of the intervention) and blinding of outcome assessors, and at an unclear risk of bias for allocation concealment. We judged one study to be at unclear risk of selection bias, as authors did not report the methods used to generate the random sequence; at high risk of reporting bias, as they did not report on one assessed outcome; and at high risk of detection bias, as the control group had a cointervention and only parents in the intervention group were made aware of the target words for their children. The sample sizes of each included study were very small, meaning that they are unlikely to be representative of the target population.The findings from the three included studies were inconsistent. Two studies found no differences in expressive or receptive language abilities between the groups, whether measured by direct assessment or parent reports. However, they did find that children in the intervention group could use more targeted vocabulary items or utterances with language targets in certain contexts postintervention, compared to those in the control group; this was not maintained 12 months later. The third study found gains for the intervention group on total-language measures immediately postintervention.One study did not find any differences in parental stress scores between the groups at any time point up to 12 months postintervention. All three studies noted differences in most measures of how the parents talked to and interacted with their children postintervention, and in one study most strategies were maintained in the intervention group at 12 months postintervention. No study reported evidence of language attrition following the intervention in either group, while one study found positive outcomes on children's socialisation skills in the intervention group. One study looked at adherence to the treatment through attendance data, finding that mothers in the intervention group attended seven out of nine group sessions and were present for four home visits. No study measured parental use of the strategies outside of the intervention sessions.A grant from the Hospital for Sick Children Foundation (Toronto, Ontario, Canada) funded one study. Another received partial funding from the National Institute of Child Health and Human Development and the Department of Education in the USA. The remaining study did not specify any funding sources.In light of the serious limitations in methodology, and the small number of studies included, we considered the overall quality of the evidence, as assessed by GRADE, to be very low. This means that we have very little confidence in the results, and further research is very likely to have an important impact on our confidence in the estimate of treatment effect. AUTHORS' CONCLUSIONS: There is currently insufficient evidence to determine the effects of parent-mediated interventions for improving the language and communication of children with Down syndrome. We found only three small studies of very low quality. This review highlights the need for well-designed studies, including RCTs, to evaluate the effectiveness of parent-mediated interventions. Trials should use valid, reliable and similar measures of language development, and they should include measures of secondary outcomes more distal to the intervention, such as family well-being. Treatment fidelity, in particular parental dosage of the intervention outside of prescribed sessions, also needs to be documented.

In recent years, technologies used for augmentative and alternative communication (AAC) have seen increasing development and availability. As a result, more and more autistic people are using AAC. With the increased use of AAC by autistic people, research on autism and AAC has also increased. However, the vast majority of this research focuses on nonspeaking autistic children. AAC use by autistic adults and by speaking autistic people has received limited academic attention. Speaking autistic adults often use AAC and many have publicly shared information about their strategies and experiences. In this article, we provide an overview of the speech differences autistic adults choose to support through AAC, including varying difficulties with speech depending on environment and content. We also discuss the technologies and strategies adopted by autistic adults, including free or low-cost tools that are not specific to AAC, mobile technologies, and signed languages or gestures. We explore barriers to AAC use, including a lack of awareness of relevant options, misconceptions about who AAC supports are for, and the cost of dedicated AAC applications or devices. We then provide suggestions for autistic adults, people supporting autistic adults, and researchers. Overall communication-rather than speech-should be prioritized. Mainstream communication technologies can support communication for autistic adults and a variety of tools can support communication across contexts. Further research into the use and effectiveness of AAC for autistic adults is needed, as is research on barriers to AAC use. Lay Summary: What communication strategies do autistic adults see as effective?What AAC strategies are being used, in what environments, and by whom?What prevents effective AAC use?How can AAC specialists and autistic adults best collaborate to promote and evaluate AAC use?How can communication supports be designed to better meet the needs of autistic adults?

No AccessPerspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) PopulationsArticle1 Mar 1999Cultural Factors in the Delivery of AAC Services to the African American Community Mary Blake Huer, and Toya Wyatt Mary Blake Huer California State University—Fullerton Google Scholar More articles by this author and Toya Wyatt California State University—Fullerton Google Scholar More articles by this author https://doi.org/10.1044/cds5.1.5 SectionsAboutFull TextPDF ToolsAdd to favoritesDownload CitationTrack Citations ShareFacebookTwitterLinked In References Beukelman, D., & Mirenda, P. (1992). Augmentative and alternative communication: Management of severe communication disorders in children and adults. Baltimore, MD: Paul H. Brookes Publishing Co. Google Scholar Beukelman, D. R., Yorkston, K. M., & Dowden, P. A. (1985). Communication Augmentation: A Casebook of Clinical Management. San Diego, CA: College-Hill Press. Google Scholar S. W. Blackstone (Ed.)(1986). Augmentative communication: an introduction. Rockville, MD: American Speech-Language-Hearing Association. Google Scholar Brookins, G. K. (1993). Culture, ethnicity, and bicultural competence: Implications for children with chronic illness and disability.Pediatrics, 91(5), 1056–1062. Google Scholar Harris, J. L. (1996). Issues in recruiting African American participants for research.In A. G. Kamhi, K. E. Pollock, & J. L. Harris (Eds.), Communication development and disorders in African American children (pp. 19–34). Baltimore: Paul H. Brookes Pub. Co. Google Scholar Harry, B., Grenot-Scheyer, M., Smith-Lewis, M., Park, H-S, Xin, F., & Schwartz, I. (1995). Developing culturally inclusive services for individuals with severe disabilities.Journal of the Association for Persons with Severe Handicaps, 20(2), 99–109. Google Scholar Huer, M. B. (1997). Culturally inclusive assessments for children using augmentative and alternative communication (AAC).Journal of Children’s Communication Development, 19(1), 23–34. Google Scholar Huer, M. B. (1988). The Nonspeech Test for Receptive and Expressive Language. Wauconda, IL: Don Johnston Developmental Equipment, Inc. Google Scholar Huer, M. B. (1987). 1986 ISAAC round table discussion—Formal assessment tools: what we have, what we need.The ISAAC Bulletin, 10, 14–17. Google Scholar McManus, M. A., & Newacheck, P. (1993). Health insurance differentials among minority children with chronic conditions and the role of federal agencies and private foundations in improving financial access.Pediatrics, 91(5), 1040–1047. Google Scholar Soto, G., Huer, M., & Taylor, O. (1997). Multicultural issues in augmentative and alternative communication.In L. Lloyd, D. Fuller, & H. Arvidson (Eds.), Augmentative and alternative communication (pp. 406–413). Boston: Allyn and Bacon. Google Scholar Terrell, S. L., Battle, D. E., & Grantham, R. B. (1998). African American cultures.In D. E. Battle (Ed.), Communication disorders in multicultural populations (2nd ed., pp. 31–71). Boston: Butterworth-Heinemann. Google Scholar Wallace, G. L. & Freeman, S. B. (1991). Adults with neurological impairment from multicultural populations: Results of a clinical survey.Asha, 33(6/7), 58–60. Google Scholar Willis, W. (1998). Families with African American roots.In E. W. Lynch & M. J. Hanson (Eds.). Developing cross-cultural competence (2nd ed., pp. 165–207). Baltimore, MD: Paul H. Brookes Pub. Co. Google Scholar Wyatt, T. A. (1995). Language development in African American English child speech.Linguistics and Education, 7(1), 7–22. CrossrefGoogle Scholar Wyatt, T. A. (1998). Assessment issues with multicultural populations.In D. E. Battle (Ed.), Communication disorders in multicultural populations (2nd ed., pp. 379–425). Boston: Butterworth-Heinemann. Google Scholar Additional Resources FiguresReferencesRelatedDetailsCited byAmerican Journal of Speech-Language Pathology12:2 (209-220)1 May 2003Challenges and Strategies for Conducting Survey and Focus Group Research With Culturally Diverse GroupsMary Blake Huer and Terry Irvine SaenzPerspectives on Augmentative and Alternative Communication9:2 (14-16)1 May 2000Reflections From a Project Director (1994-2000)Mary Blake HuerPerspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations6:2 (13-16)1 Jun 2000Reflections From a Project Director (1994-2000)Mary Blake Huer Volume 5Issue 1March 1999Pages: 5-9 Get Permissions Add to your Mendeley library History Published in issue: Mar 1, 1999 Metrics Topicsasha-topicsasha-sigsasha-article-typesCopyright & Permissions© 1999 American Speech-Language-Hearing AssociationPDF downloadLoading ...

AIM: To synthesize existing evidence on the effectiveness of speech-language teleinterventions delivered via videoconferencing to users of augmentative and alternative communication (AAC) devices. METHOD: A systematic literature search was conducted in 10 electronic databases, from inception until August 2021. Included were speech-language teleinterventions delivered by researchers and/or clinicians via videoconferencing to users of AAC devices, without restrictions on chronological age and clinical diagnosis. The quality of the studies included in the review was appraised using the Downs and Black checklist and the Single-Case Experimental Design Scale; risk of bias was assessed using the Risk Of Bias In Non-Randomized Studies - of Interventions and the single-case design risk of bias tools. RESULTS: Six teleinterventions including 25 participants with a variety of conditions, such as Down syndrome, autism, Rett syndrome, and amyotrophic lateral sclerosis met the inclusion criteria. Five studies used a single-case experimental design and one was a cohort study. Teleinterventions included active consultation (n = 2), functional communication training (n = 2), brain-computer interface (n = 1), and both teleintervention and in-person intervention (n = 1). All teleinterventions reported an increase in participants' independent use of AAC devices during the training sessions compared to baseline, as well as an overall high satisfaction and treatment acceptability. INTERPRETATION: Speech-language teleinterventions for users of AAC devices show great potential for a successful method of service delivery. Future telehealth studies with larger sample sizes and more robust methodology are strongly encouraged to allow the generalization of results across different populations. WHAT THIS PAPER ADDS: Individuals can learn to use augmentative and alternative communication (AAC) devices independently during tele-AAC interventions. Service providers and recipients reported an overall high satisfaction and acceptability for AAC services delivered via teleinterventions. Speech-language teleinterventions may be an effective method of providing AAC intervention services.

Purpose: This study was conducted to evaluate the effects of a conversation-based intervention on the expressive vocabulary and grammatical skills of children with severe motor speech disorders and expressive language delay who use augmentative and alternative communication. Method: Eight children aged from 8 to 13 years participated in the study. After a baseline period, a conversation-based intervention was provided for each participant, in which they were supported to learn and use linguistic structures essential for the formation of clauses and the grammaticalization of their utterances, such as pronouns, verbs, and bound morphemes, in the context of personally meaningful and scaffolded conversations with trained clinicians. The conversations were videotaped, transcribed, and analyzed using the Systematic Analysis of Language Transcripts (SALT; Miller & Chapman, 1991). Results: Results indicate that participants showed improvements in their use of spontaneous clauses, and a greater use of pronouns, verbs, and bound morphemes. These improvements were sustained and generalized to conversations with familiar partners. Conclusion: The results demonstrate the positive effects of the conversation-based intervention for improving the expressive vocabulary and grammatical skills of children with severe motor speech disorders and expressive language delay who use augmentative and alternative communication. Clinical and theoretical implications of conversation-based interventions are discussed and future research needs are identified. Supplemental Materials: https://doi.org/10.23641/asha.5150113.

Augmentative and alternative communication (AAC) is a core component of speech pathology practice. However, international literature has highlighted that speech language pathologists (SLPs) may not feel confident or competent in this area. Confidence and competence are critical factors in therapy as they can impact the quality-of-service provision. The purpose of this scoping review was to investigate the confidence/competence of SLPs in AAC. A systematic scoping search was conducted using four databases to identify relevant literature. The first two authors reviewed 30% of abstracts and the remaining 70% were reviewed by the first author. Full-text screening applied the same review approach. Data was then extracted and organized according to the research questions. Thirteen studies were included in the review. All thirteen used self-assessment to measure confidence or competence with one study also using an objective evaluation. Overall, confidence and competence levels varied based on the specific clinical task and etiology of the client in addition to being influenced by prior training, clinician age, workplace and AAC caseload. While current research provides a snapshot of the SLP workforce, it is limited in that the research predominantly uses self-assessment measures, is cross-sectional and is quantitative in nature. Further research into the confidence and competence of SLPs in AAC is required, specifically how confidence and competence can be defined and developed.

BACKGROUND: Children with motor disorders can have difficulties in producing accurate and consistent movements for speech, gesture or facial expression (or a combination of these), making their communication difficult to understand. Parents may be offered training to help recognise and interpret their child's signals and to stimulate their children's development of new communication skills. OBJECTIVES: To assess the effectiveness of parent-mediated communication interventions, compared to no intervention, treatment as usual or clinician-mediated interventions, for improving the communication skills of preschool children up to five years of age who have non-progressive motor disorders. SEARCH METHODS: We searched CENTRAL, MEDLINE, Embase, CINAHL, PsycINFO, 12 other databases and three trials registers in July 2017. We also searched the reference lists of relevant papers and reviews, and contacted experts working in the field to find unpublished studies. SELECTION CRITERIA: We included studies that used randomised or quasi-randomised designs; compared a parent-mediated communication intervention with no treatment, treatment as usual or clinician-mediated therapy; and included children with non-progressive motor disorders up to five years of age. DATA COLLECTION AND ANALYSIS: We used the standard methodological procedures expected by Cochrane. MAIN RESULTS: This review included two randomised controlled trials involving 38 children (20 boys, 18 girls), aged 15 to 96 months, and their mothers. All children had developmental disabilities; 10 had motor disorders, but it was unclear if these motor disorders affected their gestural, vocal or verbal communication. Mothers attended eight group training sessions over 11 to 12 weeks and received two or three home visits. Outcomes were assessed immediately after training. We found no report of longer-term follow-up. One study took place at an intervention centre in Canada and the other in South Korea.Both studies recruited small numbers of participants from single centres. Since it is not possible to blind participants attending or therapists providing training to group allocation, we considered both studies to be at high risk of performance bias. We also rated one study at high risk of attrition bias, and both studies at low risk of reporting bias.There was very low-quality evidence for all outcomes assessed. There was no evidence of an effect of training for children's initiation of conversation or engagement in joint attention during interaction with their mothers. Mothers who received training became more responsive to their children's communication, but there were no differences in the extent to which they controlled conversation by directing their children. Missing data meant that we were unable to evaluate the effects of training on children's frequency of communication, frequency of spoken language in conversation, speech production, or receptive or expressive language development. There were no effects on maternal stress. We found no reports of the effects of parent training on children's use of individual communication skills, such as asking questions or providing information, on their generic participation or adverse outcomes. Neither did we find reports of mothers' satisfaction with treatment, its acceptability or their compliance with it. AUTHORS' CONCLUSIONS: There is only limited, very low quality evidence that parent-mediated communication interventions may be associated with improvements in interaction between mothers and their preschool children who have motor disorders. The indirectness of the study samples and high risk of bias in the included the studies significantly limits our confidence in the evidence, as do issues with study design and lack of detail in results. It is not clear if training has been tested with children whose motor disorders limit the consistency and accuracy of movements underpinning spoken or gestural communication. Some speech and language therapists currently provide communication training for parents. Further research, with larger numbers of children whose movement disorders affect their speech and gestures, coupled with detailed reporting of children's baseline skills, is needed to test whether communication training for parents can help them to promote the communication development of their young children with movement disorders.

INTRODUCTION: The current practice of service delivery in Germany for people with complex communication needs (CCN) who are in need of augmentative and alternative communication (AAC) is characterised by diverse problems, including a lack of clarity in the responsibilities of the service providers involved. To address these issues a new service delivery model has been put in place, implemented in three AAC counselling centres for patients with a particular health insurance across Germany. The implementation of a new service delivery model aims to improve individualised service delivery. The model goes beyond standard care by adding case management, counselling, AAC training and, if needed, AAC therapy. This study aims to evaluate the effectiveness of this complex intervention. METHODS AND ANALYSIS: In consideration of the complexity of the new service delivery model, formative and summative evaluation will be conducted. The formative evaluation will provide data based on qualitative and quantitative assessments of the competences and perspectives of all involved stakeholders, including a proxy measurement of persons with CCN. The summative evaluation will include a controlled study design as the new service delivery model will be compared against the service delivery in an existing contract and against data gathered from caregivers of AAC users provided with standard care. With the exception of the individual interviews the data will be collected from proxies-that is, informal and formal caregivers. ETHICS AND DISSEMINATION: Data collection, storage and evaluation meet the currently valid data protection regulations. Consultation by the responsible data protection officer of the Oldenburg Medical School and a positive vote from its Ethics Committee were obtained prior to the start of the study. Dissemination strategies include the presentation of the obtained data and results in the form of publications and at conferences. TRIAL REGISTRATION NUMBER: DRKS00013628.

People with severe/profound intellectual disability experience challenges in communicating and require their communication partners to adapt to their means of communication. Augmentative and Alternative Communication (AAC) is recognised as a potential means to meet their communication needs. Interventions need to be aimed at both the individual and their communication partners. We conducted a mixed methods systematic review of the literature to synthesise evidence on communication partners experience of communicating with adults with severe/profound intellectual disability through AAC. Eight publications met the inclusion criteria, they underwent thematic synthesis where four themes emerged. A shared commitment to communication partnership is fundamental for the effective and efficient use of AAC. However, there was a disconnect between communication partners perceptions of their roles and responsibilities. This review prompts further research to explore communication partners perceptions of their roles and responsibilities in the use of AAC with people with severe/profound intellectual disabilities.

Yolŋu, Aboriginal people from Arnhem Land, Australia are at risk of Machado-Joseph disease, with progressive loss of speech. Yolŋu are interested in developing augmentative and alternative communication (AAC) systems in their own languages. This research aimed to develop a culturally responsive process to explore and create a core vocabulary word list for Yolŋu adults living with the disease for inclusion in AAC system prototypes. A list of 243 Yolŋu words and morphemes was created. In this highly collaborative, mixed methods, participatory action research, Balanda (the Yolŋu word for non-Aboriginal people) and Yolŋu researchers conducted cycles of transcription and analysis of a language sample, with oral group discussions to identify which words to include, omit, or add, based on Yolŋu perceptions of the structure and use of their languages. A Yolŋu metaphor, Gulaka-buma (“Harvesting yams”), was identified by Yolŋu researchers to represent and share the research process and findings. Three key themes were identified that summarize the main cultural and linguistic considerations related to changes made to the core vocabulary. Study findings emphasized the role of language as an expression of culture and identity for Indigenous peoples and the importance of considering cultural and linguistic factors in selecting vocabulary for AAC systems.

PURPOSE: To investigate a model of language development for nonverbal preschool-age children learning to communicate with augmentative or alternative communication. METHOD: Ninety-three preschool children with intellectual disabilities were assessed at Time 1, and 82 of these children were assessed 1 year later, at Time 2. The outcome variable was the number of different words the children produced (with speech, sign, or speech-generating devices). Children's intrinsic predictor for language was modeled as a latent variable consisting of cognitive development, comprehension, play, and nonverbal communication complexity. Adult input at school and home, and amount of augmentative or alternative communication instruction, were proposed mediators of vocabulary acquisition. RESULTS: A confirmatory factor analysis revealed that measures converged as a coherent construct, and a structural equation model indicated that the intrinsic child predictor construct predicted different words children produced. The amount of input received at home, but not at school, was a significant mediator. CONCLUSIONS: The hypothesized model accurately reflects a latent construct of Intrinsic Symbolic Factor (ISF). Children who evidenced higher initial levels of ISF and more adult input at home produced more words 1 year later. The findings support the need to assess multiple child variables and suggest interventions directed to the indicators of ISF and input.

Communication is a basic need for all people to fully participate in life. Persons with disabilities may face particular challenges in developing their communication skills and using them appropriately in different situations. Augmentative and Alternative Communication (AAC) tools and methods can assist individuals in this process. Increasing digitization has changed the way everyone communicates, and this offers opportunities for persons using AAC. This paper briefly outlines what has been achieved in terms of digitalization in AAC. The need for full, adapted access to technology is highlighted and research desiderata are identified.

Objectives: Alternative and Augmentative Communication (AAC) provides a means of effective communication to individuals with severe impairments in speech comprehension and production. The present study aimed to examine the awareness of Iranian Speech-Language Pathologists (SLPs) of AAC services. Methods: In total, 111 SLPs who were selected by convenience sampling method participated in this cross-sectional study. Using a researcher-made questionnaire, information on SLPs’ familiarity with the term AAC and its methods; patients who can benefit from AAC methods; the kind of AAC method that could be used per patient, and the effectiveness of each method were obtained. This research was conducted at rehabilitation clinics in Tehran City, Iran. Results: The obtained results revealed that only 8.1% of the respondents were familiar with the concept of AAC; however, 92.8% of SLPs had contact with Patients With Communication Problems (PWCP). Only 0.9% of SLPs were familiar with high-tech devices. Additionally, 88.3% of the respondents were willing to further educational opportunities concerning AAC. Discussion: Iranian SLPs had little familiarity with AAC and the target population of these services. Overall, there appeared to be a lack of AAC expertise within the profession in Iran. Therefore, training these professionals, both theoretically and clinically, is essential.

Abstract—In this paper, we present a formal representation of an Augmentative and Alternative Communication (AAC) appli-cation, called Volo, for users with Autism Spectrum Disorders (ASD). We discuss existing AAC applications and present a formal visualisation model of Volo based on zz-structures, hyper-orthogonal, non-hierarchical structures for storing, linking and manipulating data. To the best of our knowledge, this is the first work that tries to give a formal model to AAC techniques. We finally present the prototype of this new Volo application. Keywords–Zz-structures; mobile app; Augmentative and Alter-native Communication; Autism Spectrum Disorders. I.

Purpose: This systematic review aims to compare the efficacy of the Picture Exchange Communication System (PECS) to other forms of Augmentative and Alternative Communication (AAC) in increasing social communication skills in children with Autism Spectrum Disorder (ASD). Methods: A systematic review of the literature on PECS and other forms of AAC written between 2007 and 2018 was conducted. Studies were selected based on the established inclusionary and exclusionary criteria. The inclusionary criteria incorporated subjects with a formal diagnosis of ASD under the age of 18. Exclusionary criteria included individuals with severe sensory, motor, and/or other medical conditions that may have affected their use of PECS. 25 articles of varying study designs were critically appraised for validity and reliability to minimize bias. Results: Results suggest that both PECS and other forms of AAC are conducive to improving social communication in children (<18 >years) with ASD. Advancements in conversation initiation, requesting behaviors and joint attention were noted, resulting in a global increase in communication interactions. However, studies demonstrated mixed results with specific consideration of rate of acquisition, modality preference, and overall effectiveness of the system. Conclusion: Synthesis of results from the 25 studies suggest that both PECS and other AAC systems show favorable outcomes for encouraging social-communicative behavior. The clinical implications of these results suggest the implementation of an AAC system may be client dependent. Single design designs were included in this review due to the lack of research in the areas of ASD and AAC. Further research of this comparison should be conducted on larger populations of children with ASD to improve clinical decision making to target social communication and increase generalizability.

BACKGROUND: To address the lack of standard terminology to describe extracellular RNA (exRNA) data/metadata, we have launched an inter-community effort to extend the Gene Ontology (GO) with subcellular structure concepts relevant to the exRNA domain. By extending GO in this manner, the exRNA data/metadata will be more easily annotated and queried because it will be based on a shared set of terms and relationships relevant to extracellular research. METHODS: By following a consensus-building process, we have worked with several academic societies/consortia, including ERCC, ISEV, and ASEMV, to identify and approve a set of exRNA and extracellular vesicle-related terms and relationships that have been incorporated into GO. In addition, we have initiated an ongoing process of extractions of gene product annotations associated with these terms from Vesiclepedia and ExoCarta, conversion of the extracted annotations to Gene Association File (GAF) format for batch submission to GO, and curation of the submitted annotations by the GO Consortium. As a use case, we have incorporated some of the GO terms into annotations of samples from the exRNA Atlas and implemented a faceted search interface based on such annotations. RESULTS: We have added 7 new terms and modified 9 existing terms (along with their synonyms and relationships) to GO. Additionally, 18,695 unique coding gene products (mRNAs and proteins) and 963 unique non-coding gene products (ncRNAs) which are associated with the terms: "extracellular vesicle", "extracellular exosome", "apoptotic body", and "microvesicle" were extracted from ExoCarta and Vesiclepedia. These annotations are currently being processed for submission to GO. CONCLUSIONS: As an inter-community effort, we have made a substantial update to GO in the exRNA context. We have also demonstrated the utility of some of the new GO terms for sample annotation and metadata search.

(2020). Potential observable changes in the children's and parents' communicative behavior were studied as well as the parents' experiences of the intervention process and the effect of the course on parent-child communication. A mixed-methods design with a case-study framework was used. Two mother-child dyads participated. Data were collected before, during, and after the course. Video-recorded repeated play interactions by the dyads were coded and analyzed for the mothers' responsivity and use of augmentative and alternative communication and the children's interactive engagement. Longitudinal interview data from the mothers were analyzed thematically. No clear signs of behavioral change were observed in the coded video data. However, thematic analyses showed that the mothers experienced changes to communicative behaviors. Moreover, the course affected both mothers' reasoning about communication with their child and their child's communicative needs. The mothers' narratives contributed insights into how reflective processes might guide action in parent-mediated communication interventions. The implications for research and clinical practice are discussed.